Presentation on theme: "Motivating Students with Repeated Readings Presented by: Morgan Blanton."— Presentation transcript:
Motivating Students with Repeated Readings Presented by: Morgan Blanton
What is Fluency? (Pikulski & Chard, 2005; Pardo, 2005) Accuracy Reading the correct words Assess with DIBELS ORF or word lists (words identified, untimed) Automaticity Quickly decodes the words Knows the words by sight Assess with DIBELS ORF or word lists (words identified in a flash) AND…
The Forgotten Component (Pikulski & Chard, 2005) Prosody Indicates comprehension Fluency and Comprehensions Reciprocal Relationship Reading sounds like conversation Expressive Appropriate phrasing Pauses after punctuation Grouping words together in a meaningful manner Assess with NAEP Fluency Rubric (NCES, 2005)
Why Repeated Readings? (Rasinski, 2000; Therrien & Kubina, 2006; Rasinski & Hoffman, 2003) Struggling readers need more practice reading. Reading is a skill and needs practice Athletes practice to improve their skills… why not readers Builds confidence Immediate reinforcement (each time gets better) Calms nerves Increases word base Repeated exposure to words Read lots of varied texts
Purpose is Imperative (Rasinski & Hoffman, 2003; Therrien & Kubina, 2006) Students need a purpose for rereading a text so many times! Performance Small group in class Whole class Other grade level class/small group Movement = Fun! Competition with self
Repeated Readings for Individuals Timed Repeated Readings (Therrien & Kubina, 2006) Timed for minute Miscues discussed before reread Graph results Reread until desired fluency is met (3-5 times)
More RR for Individuals Mystery Reader (The Mailbox Magazine; Rasinski, 2000) Send note and leveled book home in homework folder on Monday Student does RR of that book all week at home On Friday, Mystery Reader reads it for the class Talking Books (Rasinski & Hoffman, 2003; Rasinski, 2000) Ideal for older readers on lower reading level Practice book to read to younger student Practice to record self reading on tape for younger class
Repeated Readings for Small Groups or Whole Class Echo Reading Choral Reading Paired/Partner Reading High with low Character Mimic Reading (or other creative way to reread text) Rhythm Walks Readers Theatre (small group, preferred) Repeated Reading Model
Why Round Robin has FLOWN AWAY! (Allington, 2002) Not enough time actually reading The smaller the group, the more time actually reading! 30 minute story example 15 students, round robin = 2 minutes 6 student, round robin = 5 minutes 3 students, round robin = 10 minutes 2 student, round robin (partner reading)= 15 minutes ACTUALLY reading
Rhythm Walks (Peebles, 2007) Repeated reading + Movement = Motivation and Fun! Procedures in handout Getting Reading The Rhythm Walk Closure
Readers Theatre (RT) (Kuhn, 2005; Rasinski & Hoffman, 2003) Instructional reading level Scripts- published or student created Poems Short stories Small group preferred (think back to round robin woes!) Rehearsal IS repeated reading FUN! Repeated reading model for RT Performance is the incentive!
Repeated Reading Model for RT Monday Teacher reads it aloud…modeling fluent reading! Tuesday Choral and/or Echo read through script DO NOT assign parts until Thursday!
Repeated Reading Model for RT Wednesday Partner read script Alternate reading, no matter which character. 1 st and 2 nd choice for characters Thursday Assign characters Practice reading script in small group
Repeated Reading Model for RT Friday AND… ACTION! Small props or simple costumes can be used Focus should be on reading, not set or costumes. Perform for own class or another class!
Why Repeated Reading Model for RT? See for yourself! Traditional vs. RR Model Example in handout
More Than Just a Workshop In-service Scheduling Model Strategy Individual Small Group Whole Class Gather materials Develop a plan/unit Question about a child
Thank You http://mail.clevelandcountyschools.org/~ mblanton Work in progress Resource for Teachers Add your own ideas!
References Allington, R. (2002) What Ive learning about effective reading instruction from a decade of studying exemplary elementary classroom teachers http://www.readingrockets.org/article/96http://www.readingrockets.org/article/96 Kuhn, M. (2005) Helping students become accurate, expressive readers: fluency instruction for small groups. The Reading Teacher, 58, 338-344. National Center for Educational Statistics. (2005) NAEP fluency rubric. http://nces.ed.gov/nationsreportcard/studies/ors/scale.asp http://nces.ed.gov/nationsreportcard/studies/ors/scale.asp Pardo, L. S. (2004). What every teacher needs to know about comprehension. Reading Teacher, 58(3), 272-280. Peebles, J.L. (2007) Incorporating movement with fluency instruction: A motivation for struggling readers. The Reading Teacher, 60, 578-581. Newark, DE: International Reading Association
References Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension International Reading Association: Newark, DE Rasinski, T.V. (2000). Speed does matter. The Reading Teacher, 54, 146-151 Rasinski, T.V. & Hoffman, J.V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38, 510-522 Therrien, W. J., & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School & Clinic, 41(3), 156-160.
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